...are asked to discuss what would the loss of centeredness of culture have meant for a given cultural group. To select from the non-western cultural groups and research the impact of Western or European cultures on the group chosen. Finally we are asked to give an opinion on how non-western culture was prior to the late nineteenth century and how did it change as a result of European expansion. There are several cultures that were affected by the westernization and the colonization of the Europeans. A few of these cultures are the Native Americans, Africans, Chinese, and Japanese. Each of these different cultures had drawn in different ideals, some good, and some bad. Asia did not have as many problems with westernization as the Native Americans and the Africans. The entire culture of the Native Americans and Africans were destroyed from European expansion and colonization, whereas the Chinese and Japanese retained much of their heritage by remaining out of touch with the western world. (Sayre, 2012) The Native Americans had a civilization that was basic and traditional, and it remained that way for several hundred if not thousands of years. They lived off of the land and were self-sufficient. For the most part they were very simple and a non-violent people. After the Europeans crossed over and started to claim colonies and expanded their empire, the Native Americans were forced to move from their native land. This caused many of these Native Americans to lose most...
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...arrival of European explorers and colonies. Was this interaction more harmful or beneficial to both Europeans and Native Americans? The cultural interactions between the Europeans and the Native Americans were ultimately destructive for the natives, but overall beneficial for the Europeans. It is clearly stated in many history books that the European diseases brought over to the Americas decimated much of the native population. This dramatic loss of population affected the natives willingness to resist European assimilation, and thus contributed to the loss of many native cultures but a blending of European and native cultures. Furthermore, the natives were often...
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...you for your interest in the change, growth and empowerment of Native Youth Education. This curriculum was developed specifically for educators in the state of Maine’s public high schools who wish to use this guide as a tool to improve Native Youth Education. NEG (Native Education Guide) provides lesson ideas and examples that support current lesson structures as well as implementing a culturally appropriate material for the Native Student. While many Native Education curriculums exist, NEG is designed to adapt to the block scheduling of the Public High School in Maine. This curriculum recognizes the appropriate education material needed for its intended audience, which focuses on the tribes of Maine whose youth attend Public High School. NEG aims to provide its learners with a set of educational experiences that encourages empowerment and positive Native identity through community education. Native Education is the study of the human, tribal, environmental, historical and social experience of the Natives of Maine. Native Education is very complex with a lot of variables such as time, space, place and the students; NEG therefore focuses on a number of messages: - Community Building - Seventh Generation Sustainability, Economics and Ecology - School Education Policies and Institutions (Boarding Schools to Current Education Models) - Colonization and the “White Expansion” - Cultural Appropriation - Native Ritual, Ceremonies, Practices, Healing Circle - Dominant Religions...
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...Introduction Located on the Central American isthmus, Nicaragua is the largest country in the region. It is named after the Amerindian chief Nicarao, who once ruled the land. It boasts a population slightly over 6 million people, and is comprised of indigenous peoples, Europeans, Africans, Asians, and Middle Easterners (Wikipedia Contributors). Its capital is Managua, though the cities of Granada and León are equally important. The Central Bank of Nicaragua is the primary bank, and the Córdoba is the country’s currency. The country’s governmental structure is a unitary presidential constitutional republic, and is currently headed by Daniel Ortega. While the largest country in the region, Nicaragua maintains some of the lowest economic...
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...Boundaries Faculty Mentor: Kathleen Kane Second Faculty Reader: David Moore Corn's status as a critical food crop, and its location within indigenous new world cosmographies, illustrate the important sociocultural role the plant has played for millennia. However, modern society has elevated Zea mays far above the status of mere plant, fashioning it into a commodity intimately connected to systems of control and capitalism. Consequently, corn has played an essential role in colonization, industrialization, and the advent of overproduction. The beliefs and literature of numerous new world cultures, along with the literatures of modern Western cultures, offer a striking analysis of corn's current position in western society. The far-reaching impacts that corn has on our socioeconomic and subsistence systems reveal a great deal about globalization, commodification, and dominance. This paper examines corn through a cultural studies lens, documenting the influence of this iconic foodstuff and analyzing its effects over historical and cultural boundaries. 2 Corn has long been located at the center of indigenous new world cultures, as well as at the center of modern Western society, and its presence spans and transcends boundaries between cultures and time periods. Corn’s genesis as a foodstuff, and its ascension to the status of...
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...was a transfer of people, plants, animals, and disease between the Americas and the rest of the world that began during the time of Columbus ( XV century- about 1493). The Columbian Exchange had an impact on European and Indian life. Many unknown goods were exchanged between colonialists and Indians, such as plans (corn, potatoes), animals (ships, lamas, horses), tools (weapons), which changed life for both sides. The new discovered foods expanded diet for both sides. The quality of Indians' live got better with improved tools and weapons – for example they could defend themselves better against other tribes. Horses allowed them to travel through America easier and faster. However, the Columbian Exchange also had devastating effects on American Indians and their environment. Many diseases...
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...HIUS 221 Exam 3 Review Sheet: This exam will be a combination of multiple choice, true or false, and matching questions. There will also be a couple of essay questions. For best results in preparing for the upcoming exam, focus your studies on the following historical items, events and individuals. Your textbook may help with some of the things listed, but this exam is more so drawn from class lectures and power point presentations. Embargo of 1807-Britian and France imposed trade restriction in order to weaken each other’s economies. Resulting in testing the Americas Neutrality and hurting their trading. Jefferson passed this document restricting neutral trade to the U.S. docs Federalists vs. Anti-Federalists (1780). Stronger central government, state representation from states each 2 representatives, no Bill of Rights, Articles of Confederation useless, because states had more power, wanted larger public, and they believed in large farming and industrialization,.. antif federalist, wanted state rights, wanted add the House of Represeantives, Bill of Rights, they thought the aritcles needed to be ratified not taken away completely, smaller public, believed Americas future is small farming Federalists vs. Democratic-Republicans (1790s) – Hamiltonians (known as federalist party) vs. the Jeffersonians (Democratic Party) Differences between Federalist stances (1780s) vs. Federalist Party stances (1790s)- Federalist of 1780-Stronger central government, state representation...
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...of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture...
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...A. Discuss the rise of imperialism or colonialism in one area of the world from the following list: • South America • North America • Central America • India • Southeast Asia • Africa 1. Explain how the indigenous people of the area discussed in part A reacted (via protest, rebellion, accommodation, etc.) to imperialism or colonialism. The rise of imperialism and colonization in India was met with ambivalence by the people. By the 1750's, Britain had established viable relations with India through the East India Trading Company. (Soomo, India and the Indepedence movement, 2013). Items traded were cotton, teas, pepper, and indigo. India was important to Britain for, at that time, it was Britain's only foothold into the East due to growing competition from the Dutch. The EITC governed large areas of India, using private armies and British troops. (Soomo, India and the Indepedence movement, 2013). India was a popular "conquer" for England and held a certain mysticism and romantic allure due to its beautiful adornments, culture, and language. It became known as the "Jewel of the Crown". (Soomo, Bridging World History episode 121: Compexities of Colonialism: Refashioning Colonial Identities, 2013). Trading posts were established with approval from the Indian people. In fact, due to outside conflicts, lack of communication between their own Indian rulers, and inconsistencies within their government, the EITC quickly moved into India's administration without...
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...the island of Papua, New Guinea. There, in 1974, a local named Yali asked Diamond a deceptively simple question: "Why is it that you white people developed so much cargo (material goods), but we black people had little cargo (material goods) of our own?" Diamond realized that Yali's question penetrated the heart of a great mystery of human history -- the roots of global inequality. Why were Europeans the ones with all the cargo? Why had they taken over so much of the world, instead of the native people of New Guinea? How did Europeans end up with what Diamond terms the Agents of Conquest: Guns, Germs and Steel? It was these agents of conquest that allowed 168 Spanish conquistadors to defeat an Imperial Inca army of 80,000 in 1532, and set a pattern of European conquest which would continue up to the present day. Diamond knew that the answer had little to do with ingenuity or individual skill. From his own experience in the jungles of New Guinea, he had observed that native hunter-gatherers...
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...Collapse- book is about a history topic about how societies choose to fail or survive. The main characters are historical people and unknown kings of Mayan cities or Easter Island villages. Jared Diamond tells the story of the Viking explorer Erik the Red, who discovered Greeland and Vinland (Terranova, in Canada). Another character is captain Olafsson, a norse sailor who wrote the last news about Greenland in 1410. Another main character is Christopher Columbus, who arrived at Hispaniola in 1492, but now this island is two countries, the Dominican Republic and the Haiti. Diamond studied the politics of two presidents. the dominican Rafael Trujillo, who protected the enviroment and the dictator François, Papa Doc, Duvalier, who decided on politics of deforestatation of his country, Haiti. The author considered the bad politics of another main character, king George II, who was interested in sending merinosheeps from Spain to Australia, an idea which was succesful from 1820 to 1950 but then the farmers understood their lands lost fertility. Another main character is Tokuwaga Jeayasu, a shogun of Japan in 1600, who prohibited Christianity in 1600 and protected his country againt deforestation. The book takes us to a lot of places around the globe: Mayan cities, Rwanda, Viking colonies of Vinland or Greenland, Haiti and Dominican Republic, Easter Island and Polynesian colonies in Pacific, and the Chaco villages in New Mexico (United States). The time period was from 800 AC, when...
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...Colorado River Native Riparian Vegetation in Grand Canyon: How Has Glen Canyon Dam Impacted These Communities? by Susan B. Infalt ABSTRACT Native riparian vegetation has changed considerably along the mainstem of the Colorado River between Glen Canyon Dam and Lake Mead since the closure of the dam. Old high water line (OHWL) plant species are in decline despite the shift some species have made into new, lower zones of the riparian area. Plants and sediment substrates directly adjacent to the river have been subjected to much less scour and desiccation with the post-dam hydrograph, and many woody species have been able to colonize much larger areas relative to pre-dam conditions. Novel communities such as return current channel marshes have developed in the canyon due to the lack of scour in backwater habitats. Overall, there has been a significant increase in the areal extent of riparian vegetation along this section of the Colorado River. The 1996 test flood was expected to scour existing riparian and marsh vegetation. Monitoring conducted after the flood revealed that vegetation was buried rather than scoured, and was able to recover to pre-flood levels within six months. Flows the size of the test flood, 45,000 cfs (1,274 m3/s), are inadequate to achieve current vegetation management goals, and will thus need to be modified if vegetation management goals are to be met. INTRODUCTION This paper will discuss the characteristics that make riparian zones in general extremely important...
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...Should Marijuana really be illegal in America? Marijuana, also known as cannabis, has been around for ages. The earliest known use of cannabis dates back to the Stone Age in Asia. During the Neolithic Era, when the development of agriculture came about, the ancient Asian nomads discovered how to grow the plant and began to harvest it. It became much more common to people once they started farming because it grew wildly. “…some 10,000 years ago, nomadic groups scavenged, hunted, fished, and gathered plants in an unending search for food. The search ended when they learned to plant the native grains (grasses) and developed agriculture. Agriculture requires a commitment to the land and grants a steady food supply which enables people to form permanent settlements. Cannabis and Neolithic bands probably came in contact often as plants invaded the fertile clearings — the campsites, roadsides, fields and garbage heaps — that occur wherever people live.”(Mel Frank and Ed Rosenthal) It was primarily used for the production of hemp. Hemp is a fabric made of the fibers that separate from the stem of the cannabis plant when it decays. Hemp fabric is extremely strong and durable, especially when compared to cotton fabric. The ancient Asians used hemp to make their clothes, fish nets and ropes. Hemp eventually became so popular that it clothed the majority of the people during the time period. “As their culture advanced, these prehistoric people replaced their animal skins with...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...Identity in Mohsin Hamid’s the Reluctant Fundamentalist Abstract This essay will present a postcolonial study of how Eastern identity and Western identity clash in The Reluctant Fundamentalist by Mohsin Hamid, the Pakistani- American novelist, and make the character of the protagonist a glocal one, (A mixture of global and local), a term newly coined by Postcolonial scholars to show the ever clashing mixture of global and local dualities in immigrants’ personalities. The basis for this research paper is the postcolonial theories of Edward Said, Fanon and Homi K. Bhabha. The aim is to question simply and sardonically the human cost of empire building, moreover it is discussed how the people in a totally alien culture are faced with different cultural predicaments, dilemmas as well as contradictions threatening their identity. Identity is supposed to be stable, while as this novel indicates, it is more of glocal identity which is at risk due to the cultural conflicts, as a result of which identity and ethnicity are subjected to change for the benefit of the hegemony. In line with Edward Said’s: “the East writes back” it is shown how this novel is a reaction to the discourse of colonization from the Pakistani side (which stands for the East) and welcomes de-colonization. Moreover it reflects the laments of the author for the terrorist label ascribed to Muslims, in terms of globalization, supported by the hegemony, being interpreted as * Email: dhayati@iaulamerd.ac.ir receipt: 14-8-2010...
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